ON THE DEVELOPMENT OF EDUCATION IN GHANA Development of Education in Ghana ACKNOWLEDGEMENT The...

0 Development of Education in Ghana

Republic of Ghana

REPORT ON THE

DEVELOPMENT OF EDUCATION

IN GHANA

September 2008


ACKNOWLEDGEMENT

The Development of Education (Ghana, 2008) was compiled by the

following Divisions of the Ghana Education Service:

Basic Education

Teacher Education

Special Education

Inspectorate

Curriculum Research and Development Division

We are particularly grateful to Mr. Stephen Adu, Director, Basic

Education Division for his pro-active and sustained, dedicated

approach in chairing and directing discussion leading to the

preparation of this document.

Mr. Seth Odame-Baiden, Teacher Education Division and Mr. Fred

Birikorang, Basic Education both deserve special commendation for

their commitment in seeing the document development to the

present stage.

The entire process was facilitated by the Ghana National

Commission for UNESCO.


TABLE OF CONTENT

Page Executive Summary…………………………………………………………..……………….4 Introduction…………………………………………………………………..…………………5 The New Education Reform…………………………………………………………………..5 Structure (Pre-Tertiary Education)…………………………………………………………..6 Curriculum (Pre-Tertiary Education)…………………………………………………………6 Curriculum Structure at the various Levels of Education………………………………..7 Kindergarten Education………………………………………………………………………..7 Primary Education………………………………………………………………………………7 Lower Primary…………………………………………………………………………………..8 Upper Primary…………………………………………………………………………………..8 Junior High School……………………………………………………………………………..8 Senior High Education…………………………………………………………………………9 Teacher Education……………………………………………………………………………10 Technical Vocational & Agricultural Education and Training (TVET)………………..10 Major Polices (Access)………………………………………………………………………11 The Capitation Grant…………………………………………………………………………11 Impact of the Capitation Grant……………………………………………………………..12 The School Feeding Programme……………………………………………………………12 Gender Parity………………………………………………………………………………….12 Kindergarten……………………………………………………………………………………14 Senior High School……………………………………………………………………………17 Tertiary Education….……………………………………………………………………......18 Complementary Basic Education…………………………………………………………..20 School Environment………………………………………………………………………….21 Curriculum and Teaching/Learning Material………………………………………………21 Policy Goals and Objectives…………………………………………………………………22 Policy Target…………………………………………………………………………………..24 Strategies………………………………………………………………………………………24 Special Education……………………………………………………………………………..26 Educational Provisions……………………………………………………………………….26 Target Regions/Districts and Schools……………………………………………………..27 Appointment of Resource Teachers……………………………………………………….27 Sensitization and Orientation on Inclusive Education…………………………………..28 Production of Screening Manual……………………………………………………………28 Screening Teams……………………………………………………………………………..28


Screening of Children………………………………………………………………………..28 Clinical Assessment of Pupils in Target Schools………………………………………..28 Educational Assessment for Management of Special Needs………………………….29 Integration of Children with Low Vision and Blindness………………………………..29 Collaboration with Sight Savers International……………………………………………29 Establishment of Units……………………………………………………………………….30 Current Initiatives……………………………………………………………………………..30 Units for the Low Vision and the Blink at Special School……………………………..30 Units for the Intellectually Disabled……………………………………………………….31 Inclusive Schools with Special Education Resource Teacher Support………………31 Quality………………………………………………………………………………………….32 National Education Assessment (NEA)……………………………………………………33 School Education Assessment (SEA)……………………………………………………..34 Curriculum……………………………………………………………………………………..34 Philosophy……………………………………………………………………………………..34 Curriculum response to Inclusive Education……………………………………………..35 Teacher Education……………………………………………………………………………36 Multigrade Education…………………………………………………………………………37 Reflective Teaching…………………………………………………………………………..37 Co-operative Learning………………………………………………………………………..37 Creative Learning……………………………………………………………………………..37 Improved Reflective Teaching………………………………………………………………38 Improved Curriculum Design, Content and Organisation………………………………38

Empowerment of Teachers as Facilitators of Learning and Agent of Social Change……………………………………………………………………..38

Provision of Clear Sense of Diverse Needs of Learners………………………………..38 Improvement of Learning……………………………………………………………………39 Provision of Interactive and Collaborative Learning Environment for Learners…….39 Use of Portfolio Assessment/Inquiry – Oriented Supervision…………………………39 Use of Electronic Teaching and Learning Approaches………………………………….39 Science and Technology…………………………………………………………………….40 Information Communication Technology (ICT)…………………………………………..41 Infrastructure and Logistics for Teaching and Learning………………………………..41 Management…………………………………………………………………………………..42 Capacity Building……………………………………………………………………………..43 Conclusion……………………………………………………………………………………..43


EXECUTIVE SUMMARY

The philosophy underlying our educational system is to create a well

balanced individual (intellectually, spiritually, emotionally and

physically) with the requisite knowledge, skills, values and aptitudes

for self-actualization and for the socio-economic and political

transformation of the nation.

Beyond every reasonable doubt, education contributes to improving

security, health, prosperity and ecological equilibrium in the world.

Education is also an indispensable condition for the existence for

humanity.

The implementation of the New Education Reform in Ghana is to

emphasize Technical, Agricultural, Vocational and Information,

Communication and Technology Education which is the key to

becoming a functional and productive citizen.

In this Report, Development of Education in Ghana, covers or

unravels the structure of education from Kindergarten to the Tertiary

level, poverty reduction strategies and issues on special and inclusive

education as well as ICT approaches in teaching and learning in

schools.


1.0 INTRODUCTION

Education contributes to improving security, health, prosperity and ecological

equilibrium in the world. It promotes peace and tolerance, economic and cultural

development as well as international co-operation. The right to education is one

of the fundamental rights of the human being.

Education is therefore an indispensable condition for the development of the

individual and society, and the existence of humanity as a whole. This right is

among the pillars of the Universal Declaration of Human Rights, adopted by the

International Community in 1948. However, millions of people continue to be

deprived of it.

The Government of the Republic of Ghana continues to demonstrate its

commitment to the well being of young children having endorsed various global

policy frameworks such as the 1980 United Nations Convention on the Rights of

the Child (CRC), the 2000 World Education Forum (Dakar, Senegal) and the

2000 Millennium Development Goals (MDGs).

2.0 THE NEW EDUCATION REFORM

The Government accepts that education should result in the formation of well-

balanced individuals with the requisite knowledge, skills, values, attitudes and

aptitudes to enable them become functional and productive citizens. In this

regard, the education process should lead to improvement in the quality of life of

all Ghanaians by empowering the people themselves to overcome poverty, and

create the wealth that is needed for a radical socio-economic transformation of

the country. To this end the education reform of 2007 places emphasis on

Technical, Agricultural, Vocational and Information, Communication and

Technology Education.


2.1 Structure (pre-tertiary education)

The new education system is restructured to include 2 years Kindergarten, 6

years Primary, 3 years Junior High, 4 years Senior High. In this respect the

universal, free and compulsory basic education, comprising Kindergarten,

Primary and Junior High is increased from 9 to 11 years between the ages 4 to

14.

2.2 Curriculum (pre-tertiary education) Objectives: The objectives of the pre-tertiary education curriculum are to:

• emphasize active learning rather than passive listening by students

• emphasize intellectual competencies and skills rather than subject teaching

• promote the development and application of minimum standards of learning in all

curriculum

• promote the inter-consecutiveness of the different levels of the education ladder

• inculcate skills and aptitudes for lifelong learning

• strengthen literacy and numeracy at the basic level

• create a parallel structure for academic programmes at senior high school level

• promote a shift to science, technical and vocational education and training

• formalize Apprenticeship training

• encourage competency-based training

• link education to the world of work


3.0 CURRICULUM STRUCTURE AT THE VARIOUS LEVELS OF EDUCATION

3.1 Kindergarten Education

Pre-school education plays a very important role in the formative years of the child, especially its potential for overcoming learning disabilities of children. Kindergarten education, therefore, now forms part of the universal, free and compulsory basic education structure. Government is providing resources to support the expansion of Kindergarten facilities through the collaboration with District/Municipal/Metropolitan Assemblies, Non-Government Organizations (NGOs), Faith-based Organizations and Communities. This is to ensure that every Ghanaian child has access to Kindergarten education. The aim is to ensure that all school-going children have a basic education that is rooted in good Kindergarten education.

The course structure of Kindergarten education is well defined to provide opportunities for the overall development of children through individual play and group activities. Six essential areas of learning experiences of Kindergarten education are: Language and Literacy (Language Development), Creative Activities (Drawing and Writing), Mathematics (Number Work), Environmental Studies, Movement and Drama (Music and Dance) and Physical Development (Physical Education). Children at the Kindergarten are taught through activities with concrete objects, e.g. games and puzzles, to stimulate their hand-eye co-ordination and also to stimulate them to reflect their own activities. The medium of instruction is the Ghanaian language prominent in the area.

3.2 Primary Education

At the primary level, emphasis is on literacy, numeracy and problem-solving skills. Children consolidate the knowledge and skills acquired at the Kindergarten level, lay a foundation for inquiry, creativity and innovation, develop an understanding of how to lead a healthy life and achieve a healthy status. Good citizenship is also inculcated in children to enable them participate in national development and for them to develop the skills and aptitudes for assimilating new knowledge. The learning areas are:


3.3 Lower Primary • Ghanaian Language

• English language Skills

• Basic Mathematical Skills

• Natural Science

• Music and Dance, Physical Education, and Creative Arts, comprising arts and crafts, are taught practically and demonstratively.

3.4 Upper primary

• Ghanaian Language

• English Language Skills

• Basic Mathematical Skills

• Integrated Science

• Citizenship Education

• Music and Dance, Physical Education, and Creative Arts, comprising arts and crafts, are taught practically and demonstratively.

3.5 Junior High School

The Junior High School Education provides opportunity for students to discover their interests, abilities, aptitudes and other potentials and to acquire basic scientific and technical knowledge and skills that will enable them to prepare adequately for further academic work and acquisition of technical/vocational skills at the senior high level.

The following are the subjects required by each student to learn at this level:

• English Language

• Mathematics

• Social Studies

• Integrated science (Including Agricultural Science)

• Ghanaian Language

• Technical, Vocational Education and Training (TVET)

• Information Communication Technology (ICT)

• French

• Guidance and Counseling offered to students at the JHS is strengthened to enable students choose the right programmes to suit their interest and skills


3.6 Senior High Education Senior High Education is a 4-year post basic education and it is provided at

Senior High Schools, Technical/Vocational Institutes and also through

Apprenticeship Schemes. It caters for the different aptitudes, abilities, interests

and skills and provides students the opportunity to pursue academic education or

technical/vocational/agriculture education.

At this level, a comprehensive academic education is provided for students with

the principal objective of preparing them for further education and training in

tertiary institutions. The following programmes are offered in the Senior High

School.

• Technical/Vocational

• Agriculture

• General Programmes (Arts or Science)

Students in Senior High Schools (SHS) study the following core subjects:

• English Language

• Mathematics

• Integrated Science

• Social Studies

• ICT- General Tools, Word processing and Spreadsheet Packages and

Internet.

In addition to the core subjects, each student in the Senior High School studies any

one of the following elective or optional programmes:

• Agriculture, Business (Accounting/Secretariat)

• Technical/Vocational

• General Education (Arts/Science)


3.7 Teacher Education • A National Teaching Council (NTC) is to be formed to co-ordinate and

regulate Teacher Education and Training programmes

• Teacher Education-oriented universities have been charged with the responsibility of the certification of teachers

• Untrained teachers in Basic Schools now have access to remedial courses through Distance Education

• Continuous teacher development will be undertaken to upgrade and update the competencies and skills of serving teachers

• Special attention is given to the training of teachers in Technical, Vocational, Agricultural, Special Needs Education, Guidance and Counseling, Information and Communication Technology (ICT) and French

• Teacher Training programmes for Kindergarten teachers are being developed

• Conditions of service of teachers are being improved

• Open University and Distance Learning Colleges are to be established to provide training and in-service training for teachers

3.8 Technical, Vocational and Agricultural Education and Training (TVET)

• TVET shall provide employable skills through formal and informal apprenticeship, Vocational, Technical and Agricultural Institutes, Polytechnics and Universities

• Pre-Tertiary TVET shall be provided at the following levels: Technical Institutes, Agricultural Institutes, Vocational Institutes and Apprenticeship institutions (formal and informal). It shall also be offered at the basic education as elective subjects in secondary schools

• The Council for Technical and Vocational Education and Training (COTVET) has been established to develop policy, co-ordinate and regulate all aspects of TVET

• Industry shall play a major role in all aspects of TVET

• Technical Institute training shall produce craftsmen at intermediate and advanced levels as well as technician levels of COTVET qualification for the job market. Technical Institute graduates could continue their education at the Polytechnic level to take higher courses


• Vocational Institutes shall offer courses which will lead to tradesman, artisan and master craft men levels of COTVET qualification for the job market. Vocational Institute graduates could continue their education at Technical Institutes level to take higher courses

• Agricultural Institutes shall offer courses which will lead to COTVET level qualification for the job market. Agricultural Institutes graduates could continue their education at higher level Agricultural Institutes

• There shall be two types of Apprenticeship Training by the National Apprenticeship Training Board

i) Formal Scheme, to be made up of classroom and on-the-job training

ii) On-the-job training (informal) under traditional master crafts person

• All TVET institutions, both public and private, shall be registered and

accredited in order to operate

• The Competency-Based Training (CBT) curriculum delivery methodology has

been adopted for the TVET system. In this approach strong emphasis will be

placed on students acquiring practical skills for employment

• The service conditions for TVET teachers shall be improved to attract

qualified and experienced teachers from industry

• TVET shall be resourced and promoted as a viable alternative to general

education

4.0 MAJOR POLICIES (ACCESS)

The Government of Ghana continues to pursue policies and programmes geared towards alleviating mass poverty in order to enhance among other things, the welfare of children.

4.1 The Capitation Grant

A major component of Ghana’s Free Compulsory Universal Basic Education

Policy (FCUBE) is the improvement in access, participation and retention of

children in school. Government in a bid to improve access and increase the

enrolment drive, introduced the Capitation Grant Scheme whereby every Basic

School child in the public system receives an amount of Three Ghana Cedis (GH¢3.00) per annum.


4.2 Impact of the Capitation Grant The capitation scheme has contributed to a tremendous rise in enrolment. In

terms of actual figures, an additional 616,439 pupils (i.e. 295,114 boys and

321,325 girls) over and above the 2004/2005 enrolment figures are in school

presently. This represents a general percentage increase of 16.6%. Specifically,

Pre-school has seen an increase of 36.58%, Primary 14.22% and JHS 10.32%.

These increases in raw enrolment figures have reflected in the gross enrolment

ratio and gender parity index levels as tabulated below. Significantly more girls

than boys appear to have been drawn into school by the capitation scheme. This

is mirrored by the general rise in GPI in all programmes.

4.3 The School Feeding Programme

Another initiative of the Government of Ghana is the introduction of a school

feeding programme on pilot basis. In this programme, children in basic schools

are provided with one hot meal a day at school. Currently, the Ministry is working

on multi-sectoral proposals to scale up the school feeding programme to the

national level in order to benefit both boys and girls at all levels of Basic

Education.

The programme uses locally grown foodstuffs to provide primary school pupils

with a snack and one hot meal every school day as opposed to take home

rations. The use of locally grown foodstuffs is intended to enhance the

sustainability of the project and have a wider reaching poverty reduction impact

in the community. These incentives will help to increase enrolment of both boys

and girls and move Ghana towards the MDG targets of gender parity and

universal primary completion.

4.4 Gender Parity

Ghana’s ultimate education goal is to provide free compulsory universal basic

education for all children including both boys and girls, hence the introduction of

the FCUBE Programme in 1995.


Within the FCUBE programme and the framework of the Education Strategic

Plan (ESP) 2003 -2015, the Ministry of Education and Sports (MoESS) regards

gender equity in education as a key priority for achieving the Millennium

Development Goals (MDGs). The MDGs set two targets as regards basic

education, which Ghana is aiming at are:

• That gender parity is achieved in enrolments in basic education by 2015.

• That every child of school-going age completes a full cycle of primary

education by 2015 (Universal Primary Education and Completion).

The commitment of government to make girls’ education a priority has been

demonstrated by the establishment of the Girls’ Education Unit (GEU) in 1997

within the Basic Education Division of the Ghana Education Service (GES) to

give new emphasis to the removal of barriers to girls’ education in the country.

Gender Parity Index (GPI) is an indicator used for assessing gender parity in

education. GPI is obtained by dividing girls’ enrolment ratio by boys’ enrolment

ratio. Thus an attainment of 1.00 in GPI means the achievement of gender parity.

GPI is calculated here based on two types of enrolment ratio, that is, gross and

net. Gross Enrolment Ratio (GER) is number of enrolment (irrespective of their

ages) divided by population (6-11 year olds), while Net Enrolment Ratio (NER) is

number of enrolment (6–11 year olds) divided by population (6–11 year olds).

MDG of universal primary completion aims at achieving 100% of NER for both

boys and girls at all grades by 2015.

Table 1: Trend of Enrolment Ratio and Gender Parity Index (GPI) at National Level

(Basic Level)

GROSS NET

GER GER GER GPI – 1 NER NER NER GPI -2

(Total) (Boys) (Girls) (Gross) (Total) (Boys) Girls) (Net)

2004/05 75.7% 78.8% 72.5% 0.92 55,9% 57.4% 54.4% 0.95

2005/06 78.4% 81.4% 75.3% 0.93 55.6% 56.5% 54.7% 0.97

2006/07 83.3% 86.2% 80.3% 0.93 59.1% 60.0% 58.3% 0.97


Table 2: Gender Parity Index (Basic Level)

In terms of Gender Parity Index (GPI) the comparative national figures for the two

years are as follows:

Programme 2005/2006 2006/2007 Increase

Preschool 0.97 0.98 0.01

Primary 0.93 0.95 0.02

JHS 0.88 0.90 0.02

Table 3: Actual Enrolment Figures (Basic Level)

Programme 2005/2006 2006/2007 Increase

Preschool 547,950 748,411 200,461

Primary 2,328,373 2,659,506 331,133

JHS 822,125 906,970 84,845

TOTAL 3,698,448 4,314,887 616,439

Table 4: Disaggregated by gender the data is as follows:

Gender 2005/2006 2006/2007 Increase

Boys 1,943,909 2,239,023 295,114

Girls 1,754,539 2,075,864 321,325

TOTAL 3,698,448 4,314,887 616,439

4.5 Kindergarten The number of Kindergarten schools has increased from 14,246 in 2006/07 to 15,449 in 2007/08. The increase from 2004/05 to 2007/08 is 120%. The reason is primarily the Government’s policy that each Primary School should have a Kindergarten attached to it. As such, many crèches and nurseries are also converting to Kindergartens, partially because of government policy that every basic school should have a KG, and partially also to take advantage of the capitation grant that is provided for KG students.


Table 5: Number of Kindergarten Schools

Type of Education

2004/05 2005/06 2006/07 2007/08

Public 5,205 7,818 10,193 11,140

Private 1,804 2,913 4,053 4,309

Total 7,009 10,731 14,246 15,449

Enrolment in Kindergarten has increased significantly since 2003/04. The

percentage increase was 84% in the last four years and 10% since last year.

Again, many nurseries are now registered as Kindergartens and thus enrolment

in the last two years has increased dramatically.

The GER has increased significantly since 2003/04, with the biggest increase

occurring between 2004/05 and 2005/06. Since then, progress has been slower

with the GER increasing only from 89% to 89.9% in the last year. In order to

meet the KG GER target of 100% by 2015, the GER would have to increase at a

rate of 1.4 percentage points each year.

This rate was surpassed in previous years but not in the current year and

therefore to ensure that the target is met, measures will need to be taken to

ensure that the pace of enrolment does not slow down. Also note that the private

sector’s share has been steadily decreasing, primarily due to expanding public

KG schools that do not charge fees.

Table 6: Kindergarten Enrolment Trends

2003/04 2004/05 2005/06 2006/07 2007/08

Target Actual Target Actual Target Actual Target Actual Target Actual

Enrolment 687,643 778,109 857,073 1,065,963 1,142,784 1,262,264

GER 64.0% 54.6% 65% 60.1% - 85.3% - 89.0% 85.70% 89.9%

% Private 31.2% 36.8% 31.0% 29.4% 18.9% 17.1%


The number of primary schools has increased from 16,903 in 2006/07 to 17,315 in

2007/08. The increase from 2004/05 to 2007/08 is 8%. Table 7: Number of Primary Schools

Type of Education 2004/05 2005/06 2006/07 2007/08

Public 12,406 12,427 13,093 13,247

Private 3,622 2,990 3,810 4,068

Total 16,028 15,417 16,903 17,315

Enrolment in primary has also been increasing. The GER has been increasing steadily

since 2003/04.

Table 8: Enrolment in Primary

2003/04 2004/05 2005/06 2006/07 2007/08


Enrol. Total 2,957,491 3,111,753 3,077,489 3,284,540 3,111,753 3,451,838 3,473,229 3,622,724

Enrol. Public 2,418,696 2,445,913 2,727,044 2,870,656 2,990,782

Enrol. Private 538,795 631,576 489,546 602,573 631,942

GER 86.5% 86.5% 88.5% 87.5% 90.3% 92.1% 93.3% 93.7% 96.4% 95.2%

Enrol. 6-11 2,079,986 2,484,855 3,007,172 3,174,459

NER 59.1% 64.9% 69.2% 74.3% 81.1% 84.9% 83.4%

Table 9: Number of Junior High Schools

Type of Education 2004/05 2005/06 2006/07 2007/08 Public 6,637 7,130 7,251 7,267 Private 1,786 1,619 2,083 2,240 Total 8,423 8,749 9,334 9,507

Junior High enrolment has also been increasing but as with primary, the increase between

2006/07 and 2007/08 has been small. Actual enrolments have increased by 25% since

2003/04.


The NER experienced a significant drop between 2005/06 and 2006/07 and the recovery

has been minimal. This is possibly due to erroneous age reporting. This issue should be

investigated.

Table 10: Enrolment in Junior High School

2003/04 2004/05 2005/06 2006/07 2007/08 Target Actual Target Actual Target Actual Target Actual Target Actual

Enrol. Total 984,111 1,009,800 1.048,367 1,062,827 1,121,887 1,115,80

1,170,801

1,224,964 Enrol. Public 828,517 853,230 951,673 969,351 1,015,491 Enrol. Priv. 155,594 195,137 170,214 201,450 209,473 GER 66.5% 70.2% 67.9% 72.8% 75.3% 74.7% 77.2% 77.4% 80.2% 78.8%

Enrol. 12-14 1,012,258 1,119,530

793,208

824,091 NER 70.3% 38.4% 74.5% 48.1% 52.4% 58.4% 53.0%

4.6 Senior High School The number of Senior High Schools increased dramatically between 2005/06 and

2006/07. This was mainly due to increased coverage in the Education Census for

2007, not because a large number of schools opened. Table 11: Number of Senior High Schools Type of education 2005/06 2006/07 2007/08

Public 398 493 493 Private 94 207 207 Total 492 700 700

Enrolment in Senior High has increased overall, but inconsistently. There was a small drop

between 2003/04 and 2005/06 as well as a more significant drop between 2006/07 and

2007/08. The 2007/08 GER is 32.24%.


The admission rate has decreased in the past year, to 31.5%. This may simply be because

of the new adjustment method since last year adjustment was done by region and this year

the adjustment was done separately for public and private schools. However, there are also

many 15-17 year olds in JHS. The transition rate might actually be higher, but it is just not

transition of pupils of appropriate age. This is possible, given the increases in the JHS

completion rate (which is really the enrolment rate in JHS3).

Table 12: Enrolment in Senior High School

2003/04 2004/05 2005/06 2006/07 2007/08


Enrol. Total 328,426 357,434 333,002 378,559 384,455 399,684 485,742 454681 Enrol. Public 387,850 395,839 Enrol. Private 62,657 58,842 GER 26.6% 27.5% 25.6% 28.4% 29.1% 29.2% 35.8% 32.2% % Female n/a 42.4% 43.5% 43.4% 49.5% 44.3% 43.8% 44.0% Enrol. SHS1 157,437 153,402 GAR 33.3% 31.5%

4.7 Tertiary Education

Tertiary enrolments have increased significantly since 2003/04. In the 2006/07

academic year, total (known) enrolments in the tertiary sector were just over

135,000. The percentage of female students had been fluctuating around 30-35%

over the period. Interestingly, the percentage enrolment in private universities has

shot up from 4% to almost 20% in the last four years. This is due to the opening of 9

private universities in the last five years.

The percentage of students that are female is highest for the professional institutes,

and then for private universities. It is lowest in polytechnics. This is probably

because the entrance requirements are lower in private institutes, and because

women do not generally enter into trades that are taught in polytechnics.


Table 13: Enrolment in Tertiary Institutions

2003/2004 2004/2005

Male Female Total %

Female Male Female Total %

Female

Universities

42,942

20,634

63,576 32%

48,055

25,353

73,408 35%

Private Uni.

1,560

1,028

2,588 40%

2,105

1,365 3,470 39%

% Private Unis. 4% 5% 4% 4% 5% 5%

Professional Ins. 1055 958 2013 48% 881 480 1361 35%

Polytechnics

17,519

6,834

24,353 28%

18,138

6,845

24,983 27%

TOTAL 63,076

29,454

92,530 32%

69,179

34,043

103,222 33%

2005/2006 2006/2007

Male Female Total %

Female Male Female Total %

Female

Universities

54,929

29,149

84,078 35%

58,098

30,347

88,445 34%

Private Univ.

5,582

3,915 9,497 41%

11,157

7,121

18,278 39%% Private

Univ. 9% 12% 10% 16% 19% 17% Professional

Ins. 1808 1343 3151 43% 2343 2007 4350 46%

Polytechnics

17,156

7,508

24,664 30%

20,229

8,466

28,695 30%

TOTAL

79,475

41,915

121,390 35%

91,827

47,941

139,768 34%


It has often been claimed in Ghana that access to tertiary education was excessively

selective. This argument loses progressively its strength after this long period of

rapid increase in enrolments. In 2004, about 75,000 candidates applied for

admission to both universities and polytechnics. 32,823 have been enrolled, namely

43.4% of all applicants. As expected, the selectivity of universities is stronger than

that of polytechnics (39.7% as opposed to 56.7%). 4.8 Complementary Basic Education

Complementary Basic Education Systems generally provide structured

programmes of learning outside the formal school system. The learning activities

take place in flexible school schedules and timetables with learner-centred, skill-

based and often accelerated functional literacy curriculums.

Complementary education also encompasses the provision of an enabling

teaching and learning environment relevant to the mental growth of learners, who

are disadvantaged as a result of unfavourable socio-economic and cultural

practices, to acquire a minimum knowledge and skills for continuing education in

the formal sector. Thus complementary education offers a second opportunity for

this category of children to access mainstream formal education and could

therefore serve as preparatory grounds for out-of-school children to catch up with

their peers already in school.

As many children through no fault of theirs have no opportunity to enter school,

teaching methodology and content, under complementary programmes, are to

some extent different from what pertains in the formal system. Pedagogy is

organized from the children’s perspective to provide a relevant context-based,

value-laden curriculum which sustains their interest and quickens the pace of

learning. It is child-centred and participatory, using the local language/mother

tongue as the medium of instruction.


4.9 School Environment • Age of beneficiary pupils (children who have missed admission to primary

school at the statutory age of six or dropped out due to socio-cultural or economic reasons) is between 8 and 17 years.

• Class size is small, generally not more than 25 learners.

• Facilitators/instructors are resident community members.

• Facilitators should be able to read and write in the local language/mother tongue

• There is flexibility in the school time table.

• Short duration of not more than three-hours of classes a day.

• Teacher-pupil relationship is friendly and cordial.

5.0 CURRICULUM AND TEACHING/LEARNING MATERIALS

• Core areas of the curriculum are numeracy, literacy and Life Skills (problem solving).

• The curriculum is skill-oriented and based on the needs and core values of the community.

• The use of phonic/syllabic method in teaching.

• The local language/mother tongue is used as a medium of instruction.

• Teaching and learning methods are participatory and interactive.

• Child-centred teaching with extensive individual attention.

• There is continuous assessment of learning achievement.

A Literacy cycle of only nine months qualifies a learner for admission into primary school Provision and accessibility to textbooks is at a pupil/book ratio of 1:1.

Provision and free accessibility of adequate reading materials and books.

Partnerships

Programme implementation is by civil society actors (FBOs, NGOs and CBOs)

with oversight responsibility by the District Education Office

Cost sharing by state and non-state actors

Collaborative agreement at the district level, with roles and responsibilities clearly

identified.


Governance There is active community participation, ownership and management. There is a community committee with a strong female representation Learning centres/schools are sited in remote, isolated and deprived communities

which have a considerable number of children outside the formal school system. Facilitators are given training on a regular basis. There is an in-built supervision and monitoring mechanism with support from the

District Education Office 5.1 Policy Goals and Objectives

Complementary basic education policy seeks to provide alternative quality education to out-of-school children to enable them have access to formal education. The broad policy goals (PGs) and objectives are as follows:

To Provide the Disadvantaged with the Opportunity to have a Full Cycle of Basic Education (PG 1) Promote a nationwide acceptance of the concept and implementation of CBE in

deprived communities. Support the establishment of learning centres/schools for CBE programmes in all

deprived communities. Promote training and deployment of community-based instructors for CBE

learning centres/schools. Provide fee-free tuition to all pupils of the CBE programme. Support civil society organizations in the provision and delivery of CBE through

partnership.

To Increase Access and Participation in Basic Education (PG 2). Establish linkages between CBE and formal education.

Integrate CBE best practices into the primary education programme.

Remove all barriers to access CBE programme and primary education.


To Extend and Improve Complementary Basic Education in all Deprived Communities (PG 3) Encourage and support non-state actors/civil society organizations in the delivery

of complementary education. Encourage communities to provide infrastructure in collaboration with District

Assemblies, Unit Committees, CBOs, FBOs and Development Partners. Provide technical support and resources for operation of CBE learning

centres/schools. Improve capacity of CBE learning centres/schools. Provide underserved communities without schools with CBE programmes

throughout the country. To Improve the Quality of Teaching and Learning Outcomes of Pupils in CBE

Learning centres/schools (PG 4). Promote selection, training, upgrading, absorption and deployment of

community-based complementary basic education facilitators/instructors. Increase provision of and accessibility to textbooks in all complementary basic

schools. Improve skill-oriented curriculum based on community needs whilst placing

emphasis on numeracy, literacy, life skills (problem solving) and values education.

Promote the use of local language/mother tongue as medium of instruction. Ensure numeracy and literacy in local language/ mother tongue. Institute pupil-placement assessment tests for CBE products for placement in

primary schools. Establish standards and milestones for CBE programmes.

To Improve and Strengthen Community Ownership and Management of CBE

Learning centres/schools (PG 5) Ensure community participation in the delivery of complementary basic

education. Strengthen, monitor and evaluate accountability systems. Clarify roles and responsibilities of CBE service providers. Provide monitoring, evaluation mechanisms and guidelines for the operation of

CBE learning centres/schools.


Establish guidelines for funding CBE programmes. Integrate CBE into National Development Plans and Budgets (GPRS ) Integrate CBE into the District Assembly Development Plan and Budget Integrate CBE into the District Education Strategic Plan and Budget. Increase collaborative approaches between state and non-state actors, including

the private sector on CBE programmes. Help develop public/private partnership to improve CBE delivery

5.2 Policy Targets Implementation of CBE Policy will contribute to the achievement of the following

targets:

• Provision of CBE learning centres/schools and expansion of primary

schools and JHS in deprived districts and communities.

• Increase Gross Enrolment Ratio at the National Level from:

- 93.7% (2007) to 107.4% (2012) for primary (an increase of 13.7% of

which CBE’s share is 3.0%)

- 77.4% (2007) to 90.0% (2012) for JHS

5.3 Strategies

Key strategies, identified to facilitate the achievement of the CBE policy goals are

as follows:

To Provide the Disadvantaged with the Opportunity to have full Cycle of Basic Education (PG 1) Community sensitization on the importance of education and CBE Needs and readiness assessment surveys of the community including language. Community animation programmes. Dissemination of policy guidelines on complementary education to stakeholders. Focused sensitization and enrolment drive for girl children Provision of incentive packages for all girls who transit from CBE into Formal

schools. Mobilization of resources for policy implementation and operation of the CBE

system.


To Increase Access and Participation in Basic Education (PG 2) Establishment of learning centres/schools in all deprived communities. Reaching out to and integration of excluded children (out-of-school/hard-to-

reach/intra-cycle drop-outs) into the formal education system via the CBE programme.

To Extend and Improve Complementary Basic Education in all Deprived Communities (PG 3) Expansion of primary schools and JHS in deprived districts and communities. Up-grading and absorbing CBE centres into the formal school system

To Improve the Quality of Teaching and Learning Outcomes of Pupils in CBE Learning centres/schools (PG 4) Provision of adequate teaching and learning materials. Provision of textbooks/primers, developed mainly in the local language. Provision of incentive packages to community-based facilitators. Provision of regular training programmes for facilitators and School Management

Committees. Revision of primary school curriculum to incorporate best practices of the CBE

system. Strengthening non-authoritarian and phonic/syllabic pedagogy in CBE learning

centres/schools. Strengthening literacy, numeracy and problem solving skills in the local language Training, up-grading and absorbing of community-based facilitators into the GES

mainstream. Annual assessment and evaluation of CBE programmes. Evaluation and improvement of already existing CBE programmes. Establishment of in-built monitoring and supervisory mechanisms.

To Improve and Strengthen Community Ownership and Management of CBE Learning Centres/Schools (PG 5) Provision of technical and financial support by District Assemblies, Unit

Committees, MOESS/GES, NGOs, CBOs and Development Partners to facilitate delivery.

Factoring the operation of complementary education system into the national budget including that of the District Assemblies and GES.

Encouraging communities to provide material and management support to their own learning centres/schools.

Encouraging communities to provide support to volunteer facilitators.


Institution of community durbars on achievement of the CBE programme. Coordination of CBE programmes in deprived communities. Establishment of a database on beneficiaries of CBE for tracer research on their

progression through the public system. Establishment and maintenance of community-based monitoring systems for

CBE programmes. 5.4 Special Education

Educational provision within the Special Education sector has been built around the medical model of segregation where the blind, deaf or mentally handicapped were educated in special boarding schools located in the outskirts of towns, separated from mainstream society. This medical model contrasts with the social model which encourages learners with disabilities to be included in mainstream schools to become active members of their society.

Currently, Special Education Division (SpED) of the Ghana Education Service has started piloting inclusive education at various levels. Programmes are in place for the blind at the first and second-cycle levels, for the deaf at second cycle level and for the mentally handicapped with the support of GTZ and VSO at the first cycle level. The Education Strategic Plan (ESP) 2003-2015 of the MOESS has adopted inclusive education as the main policy which will inform the future direction for special educational provisions in the country.

5.5 Educational Provisions

Under the management of the Special Education Division, the following schools

are made available for children and youth with disabilities:

• 13 segregated Special boarding basic schools for the Deaf

• 2 Segregated Special boarding basic schools for the blind

• 3 Units for the Blind

• 12 Segregated Special boarding schools for the Intellectually Challenged

• 23 Units for Intellectually Challenged (GTZ support)


• 3 Segregated Special boarding Secondary/Technical/Vocational Schools

for the Deaf

• 4 Integrated Senior Secondary Schools for the Blind

• 3 Integrated Teacher Training Colleges for students with disability.

In all these institutions, the total enrolment of pupils/students is 5,092 made of

3,004 boys and 2,088 girls as shown in table 3 below.

Table 14: Enrolment Data at various education Levels

Enrolment Male Female Total

Basic level 2006 1492 3,498

Second Cycle level 148 66 214

Teacher Training College 26 15 41

Tech./Voc. 181 114 293

Special Class 643 401 1044

TOTAL 3,004 2,088 5,092

5.6 Target Regions/Districts and Schools

At the beginning of 2003/2004 Academic year, the Division selected 35 schools

from 10 District Education Directorates of 3 regions – Greater Accra, Central and

Eastern for the piloting of Inclusive Education practice.

5.7 Appointment of Resource Teachers

In order to implement the pilot schemes successfully, 2 Special Education

teachers have been appointed for each of the 10 districts involved in the

implementation. They were assigned to work with the District Directorates and

Special Education Officers (DSPEOs) working for children with disabilities and

other special needs.


5.8 Sensitization and Orientation on Inclusive Education Since inclusive education practice is relatively new and evolving, the Division organized sensitization and orientation seminars on inclusive education for District Directors, the four frontline Assistant Directors and all teachers in the target districts and schools.

Over 1,000 parents and guardians of all children in the target schools have also been sensitized and orientated on inclusive education for their supports.

5.9 Production of Screening Manual

In an attempt to identify children with sensory impairment and disabilities in the school of target districts, Manuals on step by step procedures for basic screening have been developed. These Screener’s Manuals with other basic screening tools are kept in the districts for periodic screening activities in the schools.

5.10 Screening Teams

At least 9 personnel comprising the District Special Education Officer, Teachers, a Circuit Supervisor and a Nurse drawn from the 10 implementing districts were taken through the Screener’s Manual at Ajumako in March 2006. At the end of the training in basic screening techniques, they were equipped with basic tools to help them undertake screening activities in the schools.

5.10.1 Screening of Children

From May to July 2006, the screening Teams worked hard to screen all children in the selected schools. In all 14,596 pupils were screened. Out of the number, 2000 failed the screening tests for visual, hearing and intellectual problems. They are to be referred for more intensive diagnostic assessment in the National Assessment and Resources Centre in Achimota.

5.11 Clinical Assessment of Pupils in Target Schools

Out of 14,596 pupils in 35 schools for impairment, 2000 failed the screening test. Out of the number 2000, 101 were clinically assessed for intellectual disabilities and 375 were assessed for hearing impairment. The assessment results and recommendations are to inform classroom teachers, resource teachers, heads of schools and parents about strategies they can use to manage children with special education needs.


5.12 Educational Assessment for Management of Special Needs With support from USAID under the EQUALL/SEN project, the Special Education Division has developed educational assessment tools to be used in Ghana. The Ghana Achievement Test (GAT) can be used to identify children with disabilities, learning disabilities and other special needs among the school populace and those outside school. The GAT was used in three out of the five EQUALL/SEN target districts – West Gonja, New Juabeng and Ho Municipal. The finalized test results are yet to be made available for study towards establishing their validity and reliability. The Ghana Achievement Test (GAT) tools will be used especially in inclusive education target districts for future programmes.

5.13 Integration of Children with Low vision and blindness

Alongside the implementation of inclusive education in the 10 districts, the

Division is also creating access for children with visual impairment through 3

special schools selected to equip the children with skills acquisition in writing and

reading Braille. After mastery of the skills within at most 2 years, these children

are placed in mainstream schools nearby, where they are supported by special

education resource teachers attached to the regular schools for their education.

5.14 Collaboration with Sight Savers International (SSI)

With support from SSI the Special Education Division is piloting Integrated

Education Programme focusing only on children with low vision and blindness.

The target districts are: Akwapim North in the Eastern region, Krachi West and

Hohoe in the Volta Region.13 itinerant teachers who are special educators are

equipped with motorbikes for daily visits to the target schools to support the

children and teachers. By the close of the 2005/2006 academic year, there were

111 pupils on roll in ordinary schools under the two programmes-for the blind/low

vision. Seventeen (17) resource teachers were on the program to deliver the

needed support for the teachers and pupils (refer to Model 3 attached).


5.15 Establishment of Units

With support from GTZ, the Division has so far established 23 units – two-three

classroom blocks within ordinary school – for creating access to education for

children with intellectual disability. More of the units will be established across the

regions.

5.16 Current Initiatives

Government has provided funds for the re-building of the National Assessment

and Resource Centre at Achimota, building of ten (10) Regional Assessment

Centres and purchasing of two Mobile Assessment Vans for early identification of

children with disabilities and special education needs for intervention

5.16.1 Units for the low vision and the blind at special school • Pupils with blindness and low vision are admitted to special schools for the

Deaf.

• Pupils are in separate unit-classrooms to acquire skills in Braille writing and

reading; Orientation and Mobility; acquisition of basic literacy and numeracy

as transition to formal basic schooling; all for a maximum period of two years.

• Special Education teachers are appointed for the Unit with a head.

• Pupils after mastery of skills are admitted to mainstream basic schools near

the special school.

• Special Education teachers are attached to the mainstream to support pupils

and teachers.

• Pupils go home to join families on vacation.

• The head of the mainstream school assumes responsibility for all the children,

disabled and non-disabled as well.

• Pupils with disability have full access to the curriculum.


5.16.2 Units for the Intellectually Disabled • Two unit classrooms built within the premises of mainstream school.

• The unit is staffed with Special Education teachers

• Pupils with intellectual disability are admitted to the unit as day students.

• Pupils stay with their families at home and attend classes at the unit.

• Pupils with intellectual disability are taught on a separate curriculum drawn for

them but they interact with their counter-parts to enhance social integration

during subjects or activities like dancing, games and sports.

5.16.3 Inclusive Schools with Special Education Resource Teacher Support.

• A special education teacher is appointed as a resource Teacher.

• She/he is attached to 2 primary schools (mainstream).

• He/she becomes a member of the staff of the school.

• He/she works to identify all pupils experiencing difficulties in classroom and

plan strategies for intervention.

• He/she supports pupils and teachers for quality teaching and learning.

• The head teacher assumes responsibility for all pupils including children with

special needs.

• Resource Teacher collaborates with parents, staff of health services and

social welfare.

• The District Special Education Officer Supervises and monitors activities of

resource Teachers.


6.0 QUALITY Quality education is essential to achieving the goals of the country (for example,

middle income status by 2015 as stated in GPRS II) and is also essential for

achieving the targets concerning access to education. 6.1 National Education Assessment (NEA)

The National Education Assessment (NEA) is an indicator of Ghana’s education

quality at the basic level. The minimum level of competency on the test implies

achieving a score of 35%. The level required to achieve proficiency is 55%. The

table below outlines the scores for 2005 and 2007. For each year, the first

column reports the mean score of the students that wrote the test. The second

column reports the percentage of students that achieved minimum competency.

The third column reports the percentage of students that achieved proficiency.

As we can see from the table below, the mean score is just above the minimum

competency level for P3 English, P3 Mathematics and P6 Math. The scores for

P6 English are slightly better. Furthermore, between 2005 and 2007, there has

been a decrease in the percentage of students achieving the minimum level of

competency for P3 English and Math. The scores increased slightly for P6

English and P6 Math by 9% and 8.5% respectively. These increases

demonstrate an improvement in learning at the P6 level. However, overall, the

scores are still quite low. Usually, a country would hope that approximately 75% of

children achieve the minimum level of competency but on average, the scores are

well below that level. Furthermore, the percentage of students achieving proficiency

is very low.

The fact that the scores decreased at the P3 level is most likely due to the significant

increases in enrolment in recent years. This draws attention to the issue of ensuring

that quality of education is maintained as access expands.


Table 15: NEA Scores 2005, 2007 2005 2007

Mean

Minimum

Competency Proficiency Mean

Minimum

Competency Proficiency

P3 English 38.1 50.5 16.4 37.6 50.1 15

P3 Math 36.6 47.2 18.6 35 42.6 14.6

P6 English 43.1 63.9 23.6 44.2 69.7 26.1

P6 Math 34.4 42.7 9.8 35.7 46.2 10.8

The NEA results for 2007 indicate that at P6 26.1% pupils achieve proficiency in

English and 10.8% in mathematics. To understand the full implication of what

this means for the education system, and more broadly for Ghana’s social and

economic development, it is necessary to join these percentages with the

proportion of the school-age population who actually attain P6

6.2 School Education Assessment (SEA)

The SEA is an assessment intended for school-level diagnostic use. Designed as a multiple choice and constructed response exam, the assessment measures how well students can complete core objectives within the subjects of mathematics and English. Results of the SEA at the school level are not intended for comparison across schools and regions based on the student achievement scores. Rather, the assessment results highlight the areas of the curriculum (English and mathematics) that need to be taught in-depth. The results provide this information by reflecting student performance on specific items, which are tied to core objectives in the curriculum.

These results inform teachers and other educators at the school level where improvements in instructional delivery need to be made. Parents in each community can also be provided information through School Performance Appraisal Meetings (SPAM) by circuit supervisors on how their school performed on each of the assessments. The results of the SEA are meant to help teachers and school leaders improve the focus and content delivery in the classroom. The results are not intended to serve as an overall measure of student achievement.


These results are distinctly different from the NEA, which presents performance data comparable across districts and regions.

The results of the SEA lead to a series of important policy implications, including:

The need to provide teachers with well written and well illustrated books for improved listening and reading comprehension.

The need to provide teachers with manipulatives to better illustrate the concepts of maths.

Workshops that are more focused on instructional practice (i.e. direct activities that can be used to improve how students learn and understand each objective within the curriculum) and require teachers to model behavior and practice.

A clear need for additional instructional support in the classroom.

Establishment of Communities of Practice.

Instructional support personnel at the circuit or district level should visit teachers on a weekly or bi-weekly basis to follow-up on the integration of activities discussed and developed through the communities of practice.

An increased focus on creating an opportunity to learn by ensuring the teacher is always present, the school is always open, the students are always present, materials are available and effectively used, and that students have increased instructional time on task.

7.0 CURRICULUM

7.1 Philosophy

The Pre-tertiary curriculum has undergone significant revision with a view

towards eliminating the weaknesses associated with the structure and content of

earlier Education Reforms. Its main objective is to make pre-tertiary education

responsive to the challenges of education in the Twenty – first century and to

also ensure that all learners get maximum benefit from the system.


The philosophy underlying our educational system which guided the review is the

creation of a well-balanced (intellectually, spiritually, emotionally and physically)

individual who has the requisite knowledge, skills, values and aptitudes for

self-actualization and for the socio-economic and political transformation of the

nation. The current curriculum has therefore, been structured to reflect the

national development goals of poverty alleviation and wealth creation. The

demands of other pressing socio-economic goals and the present and future

educational needs of the country were also considered in the review.

7.2 Curriculum response to Inclusive Education

The 2007 revised pre-tertiary curriculum therefore puts greater emphasis on

critical and scientific thinking as pre-conditions for developing the new type of

Ghanaian who will become a problem-solver and be able to perform effectively in

society.

The revised curriculum emphasizes the acquisition of higher-level thinking skills

(profile dimensions) involving the ability to analyze issues, make good quality

judgments and generate solutions to problems in the classroom and in the

society. Currently, this forms the basis for teaching/learning and assessment in

our schools, enabling the teacher to place emphasis on the various dimensions

(i.e. Knowledge & Understanding, Application, Analysis, Synthesis and

Evaluation)

Furthermore, the revised syllabuses emphasize participatory and problem-

solving pedagogy and as much as possible, it de-emphasizes didactic pedagogy

and rote learning approaches. Under the participatory approach, teachers are

encouraged to use a mix of teaching methods within a lesson to ensure that the

needs and expectations of every child is met. Didactic and rote learning

approaches in themselves do not assist in prescribing solutions to the myriad of

problems one encounters in life; neither do they help in building an intelligent and

active citizenry.


It is equally important to state that curriculum overload especially at the basic

level, has been reduced through subject integration, appropriate scoping and

sequencing of content. Furthermore, this time table has been enriched and made

more flexible to cater for the varying interests of learners. All these measures

are intended to generate interest for learning among pupils and students, and to

enhance their involvement as well as guarantee their retention and completion

rates.

The adoption of ICT at the pre-tertiary levels of education and the integration of

morals and values across all subjects for positive attitude-building in the youth

will enable them fit adequately into the society as well as the ever-growing global

economy.

The standards on curriculum outlined, are not attained in a vacuum hence the

training of teachers in the effective use of the revised syllabuses to enable them

understand the philosophy and principles which underpin the review. The

training is also aimed at equipping teachers with the skills that will enable them

interpret and use the syllabuses accurately for effective teaching and learning for

the benefit of all categories of children. In addition, child-friendly

Teaching/Learning Materials, Manuals and Teacher Guides by the Curriculum

Research and Development Division (CRDD) of the Ministry are being developed

to assist teaching and learning. In terms of curricular time, 156 instructional

periods per class per year (i.e. 3 periods per week) has been allocated to

learning reading from P. 1 to P.3 to enable learners to become more proficient in

reading.

7.3 Teacher Education

The current national concept on inclusive education has injected new

approaches into teaching and learning to ensure increased educational

opportunities for all learners to be successful in their learning experiences. These

includes the following:


7.3.1 Multigrade Teaching

The introduction of multigrade teaching in rural and small school communities

has enabled disadvantaged children to have access to quality teaching. This new

approach allows the school timetable and curriculum enough flexibility to address

the needs of mixed ability children in a class under the instruction of one teacher. 7.3.2 Reflective teaching

The emphasis on reflective teaching in the classroom by teachers has enabled

teachers to evaluate their actions during the teaching sessions and after lesson

presentation. This approach is supporting many teachers to identify the varied

talents in their classrooms for appropriate actions. Teachers now teach to

address the challenges and unique situations that come up in between and after

lessons. Teachers who reflect on their actions in class are dedicated, open –

minded and ready to share their teaching experiences with colleagues. 7.3.3 Co-operative Learning

The introduction of cooperative learning in the classroom has enabled the

teacher to take the centre stage of becoming an effective facilitator of learning.

In this learning approach, the teacher recognises the diversity of talents in the

class and plans for each group to fulfil their learning outcomes. Cooperative

learning as a form of discovery learning has enabled inclusive education to

survive in many school communities. 7.3.4 Creative Learning

This approach to learning about students and pupils is yielding good results as

learners explore their own creative and imaginative talents to probe every new

learning situation in class. Creative learning has been exhibited by students in

project work and activity – based assignments. In this approach the teacher

facilitates the learning process with less direction in order to enable learners

achieve their learning outcomes.

Teacher education and training to meet the diverse expectations and needs of

learners is very crucial. The following are some measures that could better equip

teachers to perform well in the classroom.


7.3.5 Improved Reflective Teaching

It is important that pre-service training and education addresses some essential

aspects of reflective teaching including content knowledge, curricular knowledge

and pedagogic subject knowledge. These basic forms of knowledge would

enable the teacher to be well – equipped to understand how children learn so

that they can empathise with them. Again, teachers would be competent in

subject knowledge and apply skills that would suit every learner.

7.4 Improved Curriculum Design, Content and Organisation

A flexible and well - integrated curriculum could enable teachers to plan well and

teach to meet the needs of all learners. There is the need to have a national

curriculum for learning but the framework of the curriculum should allow teachers

who handle multigrade classes to re-organise the content of the curriculum to

address new learning situations.

Teacher trainees should be taught how to use problem – based curriculum so

that they can support learners to develop problem – solving and interpersonal

skills to realise their potential.

7.5 Empowerment of teachers as facilitators of learning and agents of social

change

There is the need to make teachers aware that they are facilitators of learning

and agents of social change but not purveyors of knowledge. This empowerment

would help teachers to support learners to be conscious and competent about

what they learn, so as to ensure that their learning experiences provide

opportunities to serve and build a knowledge society.

7.6 Provision of clear sense of diverse needs of learners

Teachers as facilitators of learning need to be taught to have a clear sense of diverse needs of learners so that they can plan lessons and assess learning outcomes with appropriate assessment approaches.


When teachers are equipped with the knowledge and skills to empathise with their learners, they can achieve equity for all learners and make them believe that they are capable of making a difference in their learning experiences.

7.7 Improvement on Learning Tasks

Teachers need to be proactive to adopt progress work and remedial work as

means of making learning tasks more meaningful to address learners’ needs.

7.8 Provision of Interactive and Collaborative learning environment for learners

Teachers need to be taught how and when to provide a participatory learning

environment for learners so that they can develop and deepen their interactive

and collaborative skills in the teaching and learning processes.

7.9 Use of Portfolio Assessment/Inquiry – Oriented Supervision

There is the need to help teachers know how to use portfolio assessment or

inquiry – oriented supervision technique to appraise their performance in the

classroom. This technique should enable teachers pay attention to lapses and

shortfalls in their work especially in situations where the teacher has a class of

diverse needs.

7.10 Use of Electronic teaching and learning approaches

Teacher professional development can be greatly enhanced through the

establishment of a regional on-line teacher resource base and off-line network for

teacher training institutions. Teacher training institutions can share teacher –

developed education coursewares and innovative pedagogies. For instance,

teacher – developed – lesson plans and other education teaching and learning

materials could be shared by both pre – service teacher training and in – service

continuing teacher professional development practitioners.


7.11 Science and Technology Scientific and Technological advancement has shaped the modern world

economy resulting in the emergence of the knowledge economy. Official

government policy is for the nation to achieve a ratio of 60:40 sciences to

humanities manpower base by the year 2020. The country appears to lack

strategic forward planning to promote science and technology as a vehicle for

economic development. There is no definite conscious effort to scientific and

technological education. Science and Technology education is not responding

adequately to development needs due to inadequate funding, poor management

and obsolete pedagogical strategies. The linkage between the tertiary level

courses and those offered at the SHS are not to the expected standard.

Industries in Ghana are not adequately involved in the programmes developed in

the Tertiary Institutions, thus creating a gap in the programmes offered in the

institutions and the needs of industry. However, it is unclear whether the 60:40

ratio is the right policy. It is possible that Ghana has a comparative advantage in

humanities or arts rather than the sciences.

Table 16: Sciences versus Arts at the Tertiary Level

2003/04 2004/05

Science Arts Science Arts

Male 16,086 26,856 37.5% 18,442 29,613 38.4%

Female 5,255 15,379 25.5% 7,154 18,199 28.2% Universities

Total 21,341 42,235 33.6% 25,596 47,812 34.9%

Male 7,802 9,717 44.5% 10,344 7,794 57.0%

Female 2,106 4,728 30.8% 4,693 2,152 68.6% Polytechnics

Total 9,908 14,445 40.7% 15,037 9,946 60.2%

Male 23,888 36,573 39.5% 28,786 37,407 43.5%

Female 7,361 20,107 26.8% 11,847 20,351 36.8% TOTAL

Total 31,249 56,680 35.5% 40,633 57,758 41.3%


2005/06 2006/07

Science Arts Science Arts

Male 21,864 33,065 39.8% 24,788 33,310 42.7%

Female 7,759 21,390 26.6% 8,607 21,740 28.4% Universities

Total 29,623 54,455 35.2% 33,395 55,050 37.8%

Male 7,177 9,979 41.8% 7,424 12,805 36.7%

Female 1,570 5,938 20.9% 1,713 6,753 20.2% Polytechnics

Total 8,747 15,917 35.5% 9,137 19,558 31.8%

Male 29,041 43,044 40.3% 32,212 46,115 41.1%

Female 9,329 27,328 25.4% 10,320 28,493 26.6% TOTAL

Total 38,370 70,372 35.3% 42,532 74,608 36.3%

The situation is even worse for private universities, which for the 2006/2007 academic

year has the following enrolment ratios:

• 87.6% Humanities

• 12.4% Science and Technology

8.0 INFORMATION COMMUNICATION TECHNOLOGY (ICT)

ICT in Education is one of the cross-cutting strategic policy areas that impacts on

a functional education delivery for development and a drive towards

enhancement tripod of teaching, learning and management efficiency. Based on

defined targets and strategies a number of achievements have been chalked.

8.1 Infrastructure & Logistics for Teaching and Learning

• Under the Ghana eSchools and Communities Initiative (GeSCI), the Ministry,

in collaboration with the ORACLE and CISCO Consortia, the NEPAD

eSchools Initiative has been implemented in six out of the ten regions in

Ghana. Each of the schools has in place a Computer Laboratory with 25

computers, satellite internet connectivity and other state of the art equipment

for eLearning. The schools are OLA Girls Secondary School in Ho, V/R; Wa

Secondary School in Wa, UWR; St. Augustines Secondary at Bogoso WR;

Akomadan Secondary School, Akomadan-ASH; Walewale Sec/Tech,

Walewale, NR and Acherensua Secondary School, Acherensua, BA.


• Four hundred Desktop Computers were supplied to the thirty-eight Teacher

Training Colleges early in 2007 under a Ghana National Commission for

UNESCO Initiative.

• An online portal “SKOOOL.GH” and a DVD-based resource for teaching and

Learning of Mathematics & Science for Junior and Senior High Schools have

been developed in collaboration with INTEL Corporation. This was launched

at the end of May 2008.

• As part of the Public Private Partnership policy some private vendors like

eToys and More have collaborated with a number of private schools to

establish over 80 eLearning centres across the country.

• ICT has been introduced as a subject in the curriculum at all levels of pre-

tertiary education.

• New syllabuses for the Education Reforms 2007 were digitised and captured

on Compact Disks and distributed to all Districts and Schools.

8.2 Management

• Policy Development: An ICT in Education Policy has been developed.

• A new website (www.moess.gov.gh) for the Ministry has been developed

and posted on the internet.

• Supply of Desktop computers to all Divisional, Regional, District

Directorates of Education under the EMIS Project.

• Provision of Laptop computers to all Divisional Directors of Education.

• All Divisional Directors and Unit Heads were trained in Computer Literacy

for Management at the Ghana Institute for Management and Public

Administration in 2007.

• The Ministry successfully hosted in May 2008, the 3rd International Conference on ICT for Development, Education and Training.


8.3 Capacity Building

• One Hundred ICT tutors in thirty-eight Teacher Training Colleges were trained

on how to integrate technology in the teaching/learning process under the

Microsoft’s Partners in Learning (PIL) Programme.

• Fourteen staff and personnel from the Curriculum Research and

Development Division of the Ghana Education Service and from the

University of Cape Coast & University of Education Winneba were trained in

Digital Curriculum/Content Development.

• Fifty Primary & JSS teachers have been trained in the use of ICTs in teaching

& learning under the UNESCO ASP Net Programme.

• Two hundred teachers selected from all regions and all pre-tertiary levels

underwent a train the trainer workshop as part of a special

MoESS/Microsoft/UEW collaboration.

• Led by the ICT in Education Programmes Unit, over 550 ICT teachers in

Senior High schools and 50 Inspectors were trained in September/October

2007 at the start of the 2007 Education Reforms.

9.0 CONCLUSION


LIST OF TABLES

Table 1 : Trend of Enrolment Ratio and Gender Parity Level (GPL) at National level (Basic level)…………………………………………13

Table 2 : Gender Parity Index (Basic Level)…………………………………...13 Table 3 : Actual Enrolment Figures (Basic Level)……………………………..13 Table 4 : Disaggregated by Gender...…………………………………………..13 Table 5 : Number of Kindergarten Schools…………………………………….14 Table 6 : Kindergarten Enrolment Trends……………………………………...14 Table 7 : Number of Primary Schools…………………………………………..15 Table 8 : Enrolment at Primary School…………………………………………15 Table 9 : Number of Junior High Schools………………………………………15 Table 10 : Enrolment in the Junior High School………………………………...16 Table 11 : Number of Senior High Schools……………………………………..16 Table 12 : Enrolment in Senior High School…………………………………….17 Table 13 : Enrolment in Tertiary Institutions…………………………………….18 Table 14 : Enrolment Date at various Evaluation Levels………………………26 Table 15 : NEA Scores, 2005, 2007……………………………………………..32 Table 16 : Science versus Arts at the Tertiary Level…………………………...39

ON THE DEVELOPMENT OF EDUCATION IN GHANA Development of Education in Ghana ACKNOWLEDGEMENT The...

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